高中物理自主学习课堂教学模式初探
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摘要
高中物理课程改革倡导以学生为中心的课堂教学理念,改变过去过于注重知识传授的教学方式,注重学生的自主学习。教师是影响课程改革成败的关键,因为教师是课堂实施的主导,教师的教学模式的改革是教学改革的基础环节。所以,提高教师对课堂教学模式的认识十分必要。
本文适应当前我国新的基础教育课堂教学的要求,对高中物理自主学习课堂教学模式进行了研究,希望通过理论和实践上的一些尝试性工作,为中学物理教学改革提供有益的参考。
全文分为五个部分:
第一部分简要分析了自主学习的意义和现状;
第二部分论述了自主学习课堂教学模式的理论基础——心理分析和学习理论。前者包括影响心理的内、外因素,以及自主学习的心理机制;后者包括行为主义学习理论、认知学习理论、人本主义学习理论和建构主义学习理论等;
第三部分简述了高中物理自主学习课堂教学模式的相关背景知识,这些知识涉及高中物理的特点和目标、课堂教学的定义和自主学习的概念;
第四部分对高中物理自主学习课堂教学的一般模式和三个具体模式进行了分析,以有利于高中物理自主学习课堂教学模式的理解和应用。高中物理自主学习课堂教学的一般模式包括八个环节:确定学习目标、激发学习动机、自主探索学习、自主学习检查、组织讨论、教师解疑、自主练习拓展巩固、自主学习总结。三个具体模式包括:以人际互动为取向的自主学习教学模式、以意义建构为取向的自主学习模式、以学习自我调节为取向的教学模式;
第五部分是高中物理自主学习课堂教学模式的实践。
The new senior middle school physics curriculum criteria advocates the idea of the student-centred classroom teaching by changing the received teaching method overemphasized in the past.It aims to lay amphasis on self-regulated learning.Teachers are crucial for the success of the curriculum reform,because teachers are dominant to implement the curriculum,and the reform of their teaching models is the basic factor of the teaching reform.So it is necessary to enhance teacher's understanding of the classroom teaching models.
According to the requirement of the new curriculum reform for basic education implementation in China, this dissertation attempts to do the research on the classroom physics teaching models of self-regulated learning in senior middle school.It is hoped to act as an example for physics teaching in senior middle school education by attempting research on theory and practice.
This dissertation is divided into five parts:
PartⅠbriefly analyzes the purport and the present situation of self-regulated learning;
PartⅡdiscusses the teaching models theoretical bases-both the analysis of psychology and the theory of learning.The former includes internal and external factors which influence psychology, as well as the psychological machanism for self-regulated learning;The latter includes the learning theories of behaviourism、cognition、humanism and constructivism.
PartⅢbriefly presents the background of the teaching models.It includes the characteristics and the target of the classroom physics teaching in senior middle school ,and the definition of the classroom teaching , and the concept of the self-regulated learning.
PartⅣanalyzes both the general model and the three specific models of the classroom physics teaching of self-regulated learning in senior middle school for a better understanding and application of them.The former includes eight factors:setting teaching goals、stimulation、self-regulated learning、self-regulated checking、discussion、teacher'explaining、self-regulated improvement and drawing a brief conclusion;The latter includes the following teaching models of self-regulated learning:the communication-oriented、the construction-oriented and the adjustment- oriented.
PartⅤis the practice of the classroom physics teaching models of self-regulated learning in senior middle school.
本文适应当前我国新的基础教育课堂教学的要求,对高中物理自主学习课堂教学模式进行了研究,希望通过理论和实践上的一些尝试性工作,为中学物理教学改革提供有益的参考。
全文分为五个部分:
第一部分简要分析了自主学习的意义和现状;
第二部分论述了自主学习课堂教学模式的理论基础——心理分析和学习理论。前者包括影响心理的内、外因素,以及自主学习的心理机制;后者包括行为主义学习理论、认知学习理论、人本主义学习理论和建构主义学习理论等;
第三部分简述了高中物理自主学习课堂教学模式的相关背景知识,这些知识涉及高中物理的特点和目标、课堂教学的定义和自主学习的概念;
第四部分对高中物理自主学习课堂教学的一般模式和三个具体模式进行了分析,以有利于高中物理自主学习课堂教学模式的理解和应用。高中物理自主学习课堂教学的一般模式包括八个环节:确定学习目标、激发学习动机、自主探索学习、自主学习检查、组织讨论、教师解疑、自主练习拓展巩固、自主学习总结。三个具体模式包括:以人际互动为取向的自主学习教学模式、以意义建构为取向的自主学习模式、以学习自我调节为取向的教学模式;
第五部分是高中物理自主学习课堂教学模式的实践。
The new senior middle school physics curriculum criteria advocates the idea of the student-centred classroom teaching by changing the received teaching method overemphasized in the past.It aims to lay amphasis on self-regulated learning.Teachers are crucial for the success of the curriculum reform,because teachers are dominant to implement the curriculum,and the reform of their teaching models is the basic factor of the teaching reform.So it is necessary to enhance teacher's understanding of the classroom teaching models.
According to the requirement of the new curriculum reform for basic education implementation in China, this dissertation attempts to do the research on the classroom physics teaching models of self-regulated learning in senior middle school.It is hoped to act as an example for physics teaching in senior middle school education by attempting research on theory and practice.
This dissertation is divided into five parts:
PartⅠbriefly analyzes the purport and the present situation of self-regulated learning;
PartⅡdiscusses the teaching models theoretical bases-both the analysis of psychology and the theory of learning.The former includes internal and external factors which influence psychology, as well as the psychological machanism for self-regulated learning;The latter includes the learning theories of behaviourism、cognition、humanism and constructivism.
PartⅢbriefly presents the background of the teaching models.It includes the characteristics and the target of the classroom physics teaching in senior middle school ,and the definition of the classroom teaching , and the concept of the self-regulated learning.
PartⅣanalyzes both the general model and the three specific models of the classroom physics teaching of self-regulated learning in senior middle school for a better understanding and application of them.The former includes eight factors:setting teaching goals、stimulation、self-regulated learning、self-regulated checking、discussion、teacher'explaining、self-regulated improvement and drawing a brief conclusion;The latter includes the following teaching models of self-regulated learning:the communication-oriented、the construction-oriented and the adjustment- oriented.
PartⅤis the practice of the classroom physics teaching models of self-regulated learning in senior middle school.
引文
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[35,36,40]袁振国 主编.当代教育学[M].北京:教育科学出版社,2005:173-175,176-180,180-183.
[38]韩进之 主编 教育心理学纲要[M].北京:人民教育出版社,2001:145-152.
[39,50]邵瑞珍主编.教育心理学[M].上海:上海教育出版社,1997:233-239,257-258.
[41]Rogers,C.R.Freedom to Learn for 80' s.Columbus,OH:Merill,p.18.
[43]蔡铁权.基础教育课程改革视野下的中学物理教学[M].北京:科学出版社,2005:24-29.
[45,65,67,70]刘力 编著.新课程理念下的物理教学论[M].北京:科学出版社,2007:19-20,31-33,60-71,81-82.
[46]杨德才 主编.自然辩证法[M].武汉:武汉大学出版社,湖北人民出版社,2006:239-253.
[47,68,69]王(?)(ping).科学哲学与物理探究建模[M].济南:山东教育出版社2006:234-236,13,14.
[48,61,64]祝智庭 主编.现代教育技术—走向信息化教育[M].北京:教育科学出版社,2002:17,152-155,18.
[49]Como,L.(2001).Vonitional aspects of self-regulated learning.In B.J.Zimmerman & D.H.Schunk(2~(nd)Ed.),Self-regulated learning and academic achievement:Theory,reasearch,and practice.Lawrence Erlbum Associates,Inc.p.199.
[51]圣黎.国内外中学物理课程标准对比研究[D].上海:华东师范大学,2004.
[52]教育部.高中物理课程标准[S].北京:人民教育出版社,2007(网络版)http://www.pep.com.cn.
[53]李来政 何雄智 主编.现代基础物理教育学[M].武汉:华中师范大学出版社,2004:38.
[55]王鉴.课堂研究引论[J].教育研究[C],2003(6).课堂沟通论[A].北京:北京师范大学出版社,2006:24.
[56]王策三.教学论稿[M].北京:人民文学出版社,1985(2001重印):85-94.
[57](捷克)夸美纽斯.大教学论[M](中译本).北京:人民教育出版社,1984:128.
[58](美)布鲁纳.教学过程[M](中译本).北京:人民教育出版社,1984:62.
[60]张华.课程与教学论[M].上海:上海教育出版社,2000:150.
[2,59](美)Priscilla Norton&Karin M.Wiburg著,吴洪健倪男奇译.信息技术与教学创新[M].北京:中国轻工业出版社,2002:184-189,26.
[3]黎仰安.中美物理教育比较[M].武汉:武汉出版社,2000:196-223.
[4,54,63]郭华主编.课堂沟通论[M].北京:北京师范大学出版社,2006:ⅰ-ⅱ,25-27,9-11.
[6,11,17,21,22,29,31,44,66,71,72]庞维国.自主学习:学与教的原理和策略[M].上海:华东师范大学出版社,2003:11-19,30,48-61,53,56,61,72-94,34-37,168,95-123,188-208.
[7]徐志刚 译注.论语通译[M].北京:人民文学出版社,2006:77.
[8]程昌明 译注.礼记[M].呼和浩特:远方出版社,2004:79.
[9]联合国教科文组织编著,邵瑞珍等译:学会生存——世界教育的今天和明天[M].北京:教育科学出版社,1979:274.
[10]张志善等.中国现代教育家传(第5卷)[M].湖南:湖南教育出版社,1987:403.
[12,62]王道俊 王汉澜 主编.教育学[M].北京:人民教育出版社,1999:265-268,29-31.
[13,37,42]潘友刚 钱立群 主编.教育学[M].武汉:华中师范大学出版社,2003:261-265,261-262,264.
[14]施良方.学习论[M].北京:人民教育出版社,2001:386-400.
[15]朱志峰.中师物理自主学习课堂教学模式的建构和实践研究[D].兰州:西北师范大学,2004.
[16]Zimmerman B.J.(2001).Theories of self-regulated learning and academic achievement:An overview and analysis.In B.J.Zimmerman & D.H.Schunk (2~(nd)Ed.),Self-regulated learning and academic achievement:Theory,reasearch,and practice.Lawrence Erlbum Associates,Inc.p.9.
[18,19,27]全国十二所重点师范大学联合编写.心理学基础[M].北京:教育科学出版社,2002:75,72,243.
[20]张春兴.教育心理学[M].浙江:浙江教育出版社,1998:316-317.
[23]R.M.加涅 皮连生等译.学习的条件和教学论[M].上海:华东师范大学出版社,1999:138.
[24]肖前瑛.心理学教学参考资料选辑[A].北京:人民教育出版社,1988:255.
[25]陈琦 刘儒德.当代教育心理学[M].北京:北京师范大学出版社,1997:183.
[26]Lcnz,B.K.(1992).self-managed Learning strategy systems for children and Youth.School Psychology Review,Vol.21,Issue 2,p.211-228.
[28]张述祖 沈德立.基础心理学[M].北京:教育科学出版社,1987:183.
[30]Areglado,R.J.,& Lan,P.S.(1996).Learning for life:Creating classrooms for self-directed Learning.Corwin Press,Inc.p.19.
[32]Zimmerman B.J.(2002).Become a self-regulated learner:An overview.Theory Into Practice,Vol.41,No.2,p.67.
[33]SchunkD.L.&Zimmerman B.J.(1995).Self-regulated learning:From teaching to Self-reflective practice.The Guilford Press,p.6.
[34]Schunk,D.H.& Zimmerman B.J.(1997).Social origins of self-regulatory Competence.Educational Psychologist,32(4),p.198.
[35,36,40]袁振国 主编.当代教育学[M].北京:教育科学出版社,2005:173-175,176-180,180-183.
[38]韩进之 主编 教育心理学纲要[M].北京:人民教育出版社,2001:145-152.
[39,50]邵瑞珍主编.教育心理学[M].上海:上海教育出版社,1997:233-239,257-258.
[41]Rogers,C.R.Freedom to Learn for 80' s.Columbus,OH:Merill,p.18.
[43]蔡铁权.基础教育课程改革视野下的中学物理教学[M].北京:科学出版社,2005:24-29.
[45,65,67,70]刘力 编著.新课程理念下的物理教学论[M].北京:科学出版社,2007:19-20,31-33,60-71,81-82.
[46]杨德才 主编.自然辩证法[M].武汉:武汉大学出版社,湖北人民出版社,2006:239-253.
[47,68,69]王(?)(ping).科学哲学与物理探究建模[M].济南:山东教育出版社2006:234-236,13,14.
[48,61,64]祝智庭 主编.现代教育技术—走向信息化教育[M].北京:教育科学出版社,2002:17,152-155,18.
[49]Como,L.(2001).Vonitional aspects of self-regulated learning.In B.J.Zimmerman & D.H.Schunk(2~(nd)Ed.),Self-regulated learning and academic achievement:Theory,reasearch,and practice.Lawrence Erlbum Associates,Inc.p.199.
[51]圣黎.国内外中学物理课程标准对比研究[D].上海:华东师范大学,2004.
[52]教育部.高中物理课程标准[S].北京:人民教育出版社,2007(网络版)http://www.pep.com.cn.
[53]李来政 何雄智 主编.现代基础物理教育学[M].武汉:华中师范大学出版社,2004:38.
[55]王鉴.课堂研究引论[J].教育研究[C],2003(6).课堂沟通论[A].北京:北京师范大学出版社,2006:24.
[56]王策三.教学论稿[M].北京:人民文学出版社,1985(2001重印):85-94.
[57](捷克)夸美纽斯.大教学论[M](中译本).北京:人民教育出版社,1984:128.
[58](美)布鲁纳.教学过程[M](中译本).北京:人民教育出版社,1984:62.
[60]张华.课程与教学论[M].上海:上海教育出版社,2000:150.